AS I AM
Introduction
Mental health begins with an understanding of who you are. Knowing yourself - your style, abilities, temperament, and looks - helps you set realistic expectations and make appropriate decisions throughout your life. You can help young children learn a great deal about themselves. Much of their learning will come through getting in touch with and using their bodies.
Goals
This section's mental health goals are to encourage children to:
- 1) know, accept, experience and enjoy who they are.
- 2) feel capable of helping themselves.
- 3) use their bodies to express themselves in positive and lively ways.
Developmental Considerations
Preschool children are very physical beings. They use their bodies to learn and communicate. How children feel about themselves, their self-esteem, is closely related to their physical abilities. As they grow and develop control over their bodies, their life experiences and self-awareness expand.
Preschool children are also gaining independence. The desire and ability to do basic things for themselves, such as washing, pouring, and playing alone, are essential to the development of a positive self-concept.
As children work toward independence and self-awareness, common issues emerge: understanding sexuality, the differences between boys and girls: defining social roles for men and women; grappling with life and death, how life begins and ends; recognizing physical limitations; and mastering new tasks. These issues are at the core of young children's developing awareness of their physical selves - their "being."
BEING IN YOUR CLASSROOM
The tone you set and the way you arrange your classroom can contribute to a child's mental health by encouraging her to be self-aware and independent.
Atmosphere:
- Promote self-help skills by allowing children to do things for themselves. Give them tasks they can succeed at or break tasks into smaller parts. Let them know you notice their efforts at independence. Allow them to try other ways of reaching goals.
- Encourage self-control through use of simple class rules that the children help make and learn to use. A poster with photos representing the rules helps children remember. Consistent reinforcement of the rules is also an important reminder. Catch them following the rules and comment positively.
- Develop self-awareness by appreciating each child's unique physical and personality characteristics. Talk with the children about what you observe. Talk about yourself as well. Take photos that you post and discuss. Note what the children are doing. How do they look? Who are they with?
- Foster self-esteem by acknowledging the children's accomplishments and attempts. When they feel capable, children are motivated to keep trying.
- Allow self-expression by providing frequent opportunities for the children to move freely, indoors and out. Stimulate their expression with a variety of activities and appreciate their responses.
Physical Setting:
- The arrangement of your classroom can provide for healthy physical activity and independence. Children need to use and move their bodies, especially on days when they can't go outdoors. Create a space with equipment for climbing, sliding, jumping, and tumbling. It should be removed from the traffic flow and activities that require concentration.
- Low shelves with materials displayed in an orderly way allow children to get and put away their play things. Sinks, towels, soap, and toothbrush storage at the children's level give opportunities for self -care. Cubbies and storage of personal belongings should be arranged in the same way.
- Create a place for children to be alone - a tree house, a bed tent, a rocking chair, an old bath tub with pillows, or a corner for one. Part of developing independence is learning to enjoy moments of solitude. Some children have temperaments that dictate being quiet or out of the crowd from time to time.
- Equipment and materials that encourage physical activity can enhance body-awareness, skill, and expression. Blocks, air pump and tires, clay, a slide, tumbling mats, a climbing structure, and creative movement records are just a few possibilities. Set up an obstacle course to create movement over, under, around, in, out, and through.
- Mirrors placed at the children's eye level throughout the room provide children varied opportunities to observe themselves at work, play, and rest. Use mirror tiles, safe hand mirrors, small and tall mirrors. Each location - the block area, the dress-up area, the alone space, over the water table or the bathroom sink - will help a child add to her picture of herself. Take mirrors outside, too.
- Scrap wood and real tools are a wonderful medium for physical activity and the development of self-confidence. Outdoors or in, sawing and hammering provide opportunities for expression and skill-building. While children are learning to use the tools and space, careful supervision is important.
TEACHER'S ROLE
Children can gain self-awareness and the independence necessary for mental health when teachers learn about and respect who they are. Your skills as an observer, communicator, facilitator, and model help to create an environment in which young children can discover their capabilities.
Closely observe each child. Notice her state of health, independence, confidence, expression, and self-awareness. Share your thoughts with parents. Use your observations when planning experiences to help the children grow.
Communicate through physical touch, as well as language. Most of us are encouraged and nurtured by certain kinds of touch. Children, especially, need it. Discover what kind of touch each child is' comfortable with. It may be a light hand on the shoulder or a hug. Use it to communicate your acceptance, concern, and delight.
As preschoolers strive to understand themselves, they will ask to discuss some important issues. Clarifying your values in relation to sexuality, male/female roles, and life and death will help you explore these topics with children.
As you facilitate consider how to provide an atmosphere which encourages independence and self-expression. Your appropriate expectations and the physical arrangement of your classroom allow the children to do as much of the work as they can. Provide many opportunities for the children to explore their ideas through painting, modeling clay, movement, music, building with blocks, dramatic play, and talking. Use acknowledgement, appreciation, and open questions to encourage them further.
Model self-awareness by sharing what you know about yourself. "I'm really good at fixing my car." "I'm not a good singer, but I enjoy it anyway." "I am crabby on rainy days." You can also model good health care. Show interest in a variety of foods. Brush your teeth and wash your hands with the children.
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